![]() Review the Sammy's Shapes website and bookmark it on the classroom computers. Create labels on cardstock that can be easily read from a distance naming the items and place these labels next to them. Pick out some classroom items that are shapes you will use in the lesson such as the door, windows, shelves, or the clock. ![]() For example, cover a soup can with plain paper to use as a cylinder. If you are using empty containers as teaching examples, cover them with plain paper so that students can focus on the shape as opposed to the contents. These can be purchased from a teacher-supply store or created by you. Have two- and three-dimensional models of shapes selected for the lesson. You may wish to substitute one of your own favorite read-aloud stories that address the lesson objectives.Ĭreate a chart or overhead of the Shape Hunt Chant. These three books are recommended by Hunsader (2004). The third book uses quilt patterns (one for each letter of the alphabet) to illustrate facts about pioneer life. The second tells the story of a trip into the city and then back home again, encouraging readers to look at shapes in the scenery. The first book tells the story of a triangle who wants to experience life as other shapes and is transformed into various ones. Obtain a copy of The Greedy Triangle by Marilyn Burns, Round Trip by Ann Jonas, or Eight Hands Round by Ann Whitford Paul. ![]() Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.ġ2. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment. ![]()
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